COMPUTE-SUPPORTED COLLOBRATIVE LEARNING (CSCL)

VIA SOCIAL NETWORKING IN MATHEMATICS

WASUGI A/P GUANDASAMI

UNIVERSITI TEKNOLOGI MALAYSIA

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“I hereby declare that I have read this thesis and in my opinion this thesis is sufficient in

terms of scope and quality for the award of degree of Master of Education

(Mathematics)”

Signature :…………………………………………..

Name : .Assoc. Prof. Dr.Mohini binti Mohamed

Date :…………………………………………..

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COMPUTER –SUPPORTED COLLABORATIVE LEARNING VIA SOCIAL NETWORKING IN MATHEMATICS

WASUGI A/P GUADASAMI

A project report submitted in partial fulfillment of the

requirements for the award of degree of

Master of Education ( Mathematics )

Faculty of Education

Universiti Teknologi Malaysia

MAY 2013

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I declare that this project report entitled ‘’Computer –Supported Collaborative Via

Social Networking In Mathematics’’ is the result of my own research expect as cited in

the reference .The project report has not been accepted for any degree and is not

concurrently submitted in candidature of any other degree.

Signature :………………………………..

Name : Wasugi a/p Guandasami

Date :………………………………..

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To my beloved father and mother

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ACKNOWLEDGEMENT First and foremost ,I would like to take this opportunity to express my deepest

gratitude to my supervisor ,PM. Dr.Mohini binti Mohamed for her guidance ,suggestion

and encouragement during the research .

I would like to express my sincere appreciation to all the participants for help and

cooperation in this research .My fellow postgraduate students should be regonized for

their support.

Lastly but not least ,I am very thankful to individuals who have contributed to the

development of this project.

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ABSTRACT

This research were designed to identify students’ interest towards computer

supported learning process for mathematics lesson, students interest on the use of

Geogebra in mathematics lesson and students’ perception on collaborative learning

through social networking. This study deploys mixed method which is a combination

of quantitative (Questionnaire) and qualitative (interviews) approach where students

were taught transformation topic with the aid of Geogebra software and allowed to

interact through social networking site (Facebook) to complete the activities given.

30 of Form two students were involved in the quantitative study who give their

response to the questionnaire while five students were selected for qualitative study

who participate in the interview session. Results of mean analysis showed that

students perceived high level of interest towards computer supported learning

process for mathematics lesson with M=4.56. Besides that, students also perceived

high level of interest on the use of Geogebra in mathematics lesson with M=4.40.

Lastly, students have a positive perception on collaborative learning through social

networking with M=4.55. Results from the qualitative study also support the findings

of quantitative study which the students stated that Geogebra software is very helpful

in learning mathematics and very effective in cascading complex matters through

easier method. In terms of collaborative learning, Facebook is an effective

collaborative learning medium.which enables easier communication and effective

idea sharing session. The study shows that students have displayed positive attitude

towards mathematics lesson with the use of Geogebra software and social

networking site.

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ABSTRAK

Kajian ini dijalankan bertujuan untuk menentukan minat pelajar terhadap

proses pembelajaran berbantukan komputer dan penggunaan Geogebra dalam

pengajaran Matematik serta untuk mengenalpasti persepsi pelajar terhadap

pembelajaran kolaboratif melalui rangkaian sosial. Kajian ini menggunakan kaedah

campuran yang merupakan gabungan pendekatan kuantitatif (soal selidik) dan

kualitatif (temubual) di mana pelajar diajar topik transformasi dengan bantuan

perisian Geogebra dan dibenarkan untuk berinteraksi melalui laman rangkaian sosial

(Facebook) untuk menyiapkan aktiviti yang diberikan. 30 orang pelajar Tingakatan

Dua terlibat dalam kajian kuantitatif yang memberikan maklum balas kepada soal

selidik manakala lima orang dipilih untuk kajian kualitatif bagi tujuan temubual.

Hasil analisis min menunjukkan bahawa pelajar memperlihatkan tahap minat yang

tinggi terhadap pengajaran berbantukan komputer dengan nilai M=4.56. Selain itu,

pelajar juga menunjukkan tahap minat yang tinggi terhadap penggunaan Geogebra

dalam pengakaran matematik dengan nilai M=4.40. Akhir sekali, pelajar mempunyai

persepsi yang positif terhadap pembelajaran kolaboratif melalui rangkaian sosial

dengan nilai M=4.55. Dapatan daripada kajian kualitatif menyokong dapatan

daripada kajian kuantitatif yang mana pelajar menyatakan bahawa perisian Geogebra

banyak membantu mereka dalam pengajaran matematik dan sangat berkesan dalam

menyelesaikan perkara komplek melalui kaedah yang lebih mudah. Dari segi

pembelajaran kolaboratif, Facebook dikatan medium pembelajaran kolaboratif yang

berkesan yang membolehkan Kedua-dua analisis kuantitatif dan kualitatif

menunjukkan bahawa pelajar mempunyai persepsi yang positif terhadap

Pembelajaran Kolaboratif Berbantukan Komputer, penggunaan perisian Geogebra

serta laman rangkaian sosial sebagai medium pembelajaran kolaboratif, yang

membolehkan komunikasi berlaku dengan lebih mudah disamping dapat berkongsi

idea. Kesimpulannya, kajian ini menunjukkan bahawa pelajar menunjukkan sikap

yang positif terhadap pengajaran matematik dengan penggunaan perisian Geogebra

dan laman rangkaian sosial.

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TABLE OF CONTENT

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION vi

ACKNOWLEDGEMENT vii

ABSTRACT viii

ABSTRAK ix

TABLE OF CONTENTS x

LIST OF TABLES xiii

LIST OF FIGURES xiv

LIST OF ABBREVIATIONS xv

LIST OF APPENDICES xvi

1 INTRODUCTION

1.1 Introduction 1

1.2 Background of Study 4

1.3 Research Objectives 6

1.4 Research Questions 6

1.5 Rationale of the Study

1.6 Research Scope

1.7 Significance of Study

1.7.1 Importance to Students

1.7.2 Importance to Teachers

1.8 Definition of Terms

1.8.1 Computer Supported Collaborative Learning

1.8.2 Social Networking

1.8.3 Geogebra

1.9 Conclusion

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2 LITERATURE REVIEW

2.1 Introduction 11

2.2 Learning Theories and Model 11

2.2.1 Constructivism Theory 11

2.2.2 Discovery Learning Theory 13

2.3 Model Van Hiele 15

2.4 Information, Technology and Communication (ICT) In Education 16

2.5 Web 2.0 in Education 18

2.6 Information, Communication and Technology (ICT) in

Mathematics

2.7 Geogebra

2.8 Collaborative Learning

2.8.1 Online Collaborative Learning

2.8.2 Computer Supported Collaborative Learning

2.8.3 Advantages of Computer Supported Collaborative

Learning

2.9 Social Networking in Education

2.10 Social Networks in Students Learning Experience

2.11 Conclusion

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3 RESEARCH METHODOLOGY

3.1 Introduction 41

3.2 Research Design

3.3 Research Population

3.4 Research Sample

3.5 Research Instruments

3.5.1 Questionnaire

3.5.2 Interview

3.5.3 Exercise on the Module Topic Transformation

3.6 Research Procedure

3.7 Pilot Study

3.8 Data Collection

3.9 Data Analysis

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3.10 Conclusion 47

4 RESULTS AND DISCUSSIONS

4.1 Introduction

4.2 Quantitative Data Result

4.2.1 Students’ Demographic Information

4.2.2 Analysis on Section A: Students’ Interest towards

Computer Supported Learning Process for Mathematics Lesson

4.2.3 Analysis on Section B: Students’ Interest on the use of

Geogebra in Mathematics Lesson

4.2.4 Analysis on Section C: Perception of Collaborative

Learning through Social Networking

4.3 Qualitative Data Result

4.3.1 Qualitative Analysis 1: Students’ Perception on Geogebra

Softwae

4.3.2 Qualitative Analysis 2: Collaborative Learning through

Social Networking-“Facebook”

4.3.3 Overall findings from Respondents on Geogebra Software

and Facebook as Colaborative Learning Medium

4.4 Conclusion

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5 DISCUSSION, CONCLUSION AND RECOMMENDATION

5.1 Introduction

5.2 Discussions on Geogebra software in computer supported

collaborative learning (CSCL).

5.3 Discussion on Facebook as a Collaborative Learning

MediumQualitative Data Result

5.4 Implicaiton of Study

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5.5 Limitations of the Study

5.6 Recommendation

5.7 Conclusion

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REFERENCES 84

APPENDICES

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LIST OF TABLES

TABLE NO. TITLE PAGE

2.1 Van Hiele’s geometric thinking skills 15

2.2 Van Hiele Model’s learning phases 16

2.3 ICT application in education 17

2.4

2.5

3.1

3.2

4.1

4.2

4.3

4.4

Web 2.0 projects in education

A list of social networks used for educational purposes

Ratio of questions

Value of reliability coefficient

Frequency and percentage of respondents across gender

Desriptive analysis on students’ interest towards

computer supported learning process for mathematics

lesson

Desriptive analysis on students’ interest on the use of

Geogebra in Mathematics lesson

Desriptive analysis on the perception of collaborative

learning through social networking

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LIST OF FIGURES

FIGURE NO. TITLE PAGE

2.1 Interface of Geogebra 26

2.2 Theoretical Framework 40

4.1 Response Rate on Students’ Interest towards Computer

Supported Learning Process for Mathematics Lesson

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4.2 Response Rate on Students’ Interest on the Use of

Geogebra in Mathematics lesson

53

4.3 Response Rate on Students’ Perception of

Collaborative Learning through Social Networking

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LIST OF ABBREVIATION

A

CMC

CSCL

CAI

CAT

DA

F

ICT

IT

LD

NCTM

PPK

SA

SD

SDA

SNS

Agree

Computer Mediated Communication

Computer Supported Collaborative Learning

Computer Assisted Instructed

Computer Aided Technology

Diasgree

Frequency

Information Communication and Technology

Information Technology

Less Disagree

National Council of Teachers of Mathematics

Pusat Perkembangan Kurikulum

Strongly Agree

Standard Deviation

Strongly Diasgree

Social Networking System

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LIST OF APPENDICES

APPENDIX TITLE

A Module

B

C

D

Questionnaire

Interview Questions

Result of SPSS

CHAPTER 1

INTRODUCTION

1.1 Introduction

The world of information technology has made a significant change to this

traditional education system. Intense competition and efforts towards the formation of a

world-class education system have emerged. There has been an increase in the use of

multimedia technology, especially computers and special software according to the

teaching of science and mathematics as quoted from Rosnaini Mahmud et al (2009).

According to HomaEdalati, (2009), the growth of technology is a fundamental fact to the

development of technology in education. Technology is regarded as a powerful but

exciting gateway to all aspects of education, learning and teaching.

Technology provides “world wide web” for teachers through web 1.0 in 1990s as

a tool to enhance learning and provides solid foundation of technology in education

(HomaEdalati, 2009). HomaEdalati, (2009) added that Wiki, blogs, Twitter and social

networking sites are effective tools and means in the hands of teachers to convey the

educational message with interesting participation and cooperation.

Roberts, (2012) stated that integrating technology in teaching provides greater

learning opportunities for students and Al-A’ali, 2008 shared that the use of technology

is able to enhance the students’ abilities and capabilities.Rosnaini Mahmud, (2009),

added that technology is capable of producing visionary students with capabilities in

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both advanced technology and subject matters. Meanwhile, Baker, (2001) reiterated that

advanced technology such as Internet is going to play a pivotal role in enhancing

education as it can provide diverse opportunities to the world of education.

Without doubt, ICT is an undisputed brilliant and multiple beneficial device for

educators and learners in producing an interactive learning environment. This has been

proven in previous studies which strongly recommend the use of ICT for positive change

(Anderson, 2003 Godwin and Kaplan, 2008). According to O’Sullivan and

Samarawickrema (2008):

“The use of ICT to foster new forms of learning by enabling new learning relationships

is indeed a challenge for many teachers who are comfortable using conventional e-

learning and teaching approaches within the learning management system platform. In

adopting more recent web 2.0 technologies, decisions related to content and control are

largely in the hands of the learners blurring the boundaries between experts or teachers

and learners”

Media sharing service is another example which allows both students and

teachers to share their resources and make a rich reference with free access and finally

social network sites contribute too such as Facebook, Friendster and Myspace

(HomaEdalati, 2009).Social networking sites which are well known among youngsters

including students are regarded as a potential effective learning medium. These sites

would definitely be able to provide an effective platform for teachers and students to

communicate and collaborate around current school subjects and outdoor project works

away from the classroom in real-time (Christoper, 2012).

Selwyn, (2009) added that these sites are able to create an online environment

that further enriches the learning experience. So evidently these social networks such as

the famous Facebook could go beyond just the classroom walls to even uniting various

classrooms for the general purpose of knowledge sharing. From above, social

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networking sites could have the features that support communication towards

meaningful learning that can enhance the student’s learning process.

According to Judith, (2010), the learning environment is a complicated matter

today with the incorporation of ICT since networks in which all students and faculty

have access to, notably powerful digital means such as social networkingsites, are

inclined for social purposes rather than education, and it is a challenge for the academic

world to facilitate the students’ learning process using social networking sites.

Rusnani Mahmud,( 2009) added that technological advances in mathematics

education have paved the way for teachers to use technology to improve the quality of

teaching and learning. As a result of the implementation of policies that emphasize the

importance of using technology in education, all parties involved in education are faced

with the important task of reforming methods of teaching and learning.

Our Malaysian government has realized that the use of ICT in the education

system is becoming a norm worldwide. Therefore Malaysian Government through the

Ministry of Education and Ministry of Higher Education has planned to integrate ICT in

the Malaysian education system. According to Kamariah Abu Bakar, (2010), the

integration of ICT in teaching and learning process has become catalyst for positive

change in the education system.

Various mathematical software are available currently in the market, such as

Mathematics, Matlab, Maple V, Geometers’ Sketchpad, Autograf, Graphic Calculator

and others. The notable features of these software are the powerful ability in symbolic

and numerical calculations as well as fast calculations and assisting students in abstract

mathematical concepts. However, the software comes with a high cost where the

software needs to be purchased in order to enjoy all the exciting and powerful features.

This has raised a big question whether the Malaysian government should decide to

absorb huge costs to implement software in all schools.

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Fortunately, there are companies which develop mathematical open source

software and offer it for free to the public. This kind of free open software provides an

alternative solution for the public who is not able to afford to fork out money to buy the

software. Open source reflects that the software is available for free and this has become

increasingly popular among computer users who seek an alternative to paid software.

Through search engines we can have a variety of mathematical software which can be

copied and used free of charge. Mathematical software such as Geogebra, Maxima,

Scilab, Axiom, YACAS, are readily available for the use of teaching and learning. In

addition, teachers who have skills in programming can also develop their own

mathematical software for their students to use (Kamariah Abu Bakar, 2010).

This research is to determine students’ interest towards Computer Supported

Collaborative Learning (CSCL) process and the use of Geogebra in teaching

mathematics as well to identify students’ perception on collaborative learning through

social networking.

1.2 Background Study According to Rusnaini Mahmud, (2009), Mullis et al. study in 2008 has reported

that, approximately 20% of Malaysian students failed to achieve the minimum

benchmark in mathematics. Students fail to give accurate answers, especially in

geometry. In addition, students do not understand mathematical concepts and lack

necessary skills in problem-solving. Azlina and Suhaila, (2008) added that students have

problems understanding basic mathematics and fundamental geometry concepts.

Therefore Rusnaini Mahmud, (2009) stated that it is important for teachers to

find the best way to teach mathematics. One software program that is currently available

free of charge is GeoGebra. GeoGebra was designed by Mark Hohenwarter. This

software is dynamic and includes geometry, algebra and calculus. GeoGebra is designed

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for use in mathematics education in secondary schools and higher educational

institutions .

According to Rusnaini Mahmud, (2009), GeoGebra software comes with basic

feature such object points, vectors, segments, polygons, straight lines, which are all part

of a cone shape and function and the ability to offer various types of instruction.

In addition, GeoGebra is able to perform online, interactive teaching, which

allows more opportunities for teachers to upload resources for online learning

(Hohenwarteret al., 2008). This software is an open source, or free, to bedownloaded by

all users and is not subject to anylicense fee. In addition, GeoGebra software is

designedfor use in schools and educational institutions(Hohenwarter, 2004). GeoGebra

is a versatile software able to generate a picture or graphic visualization of mathematical

ideas or concepts (Hohenwarter and Jones, 2007) and to display a picture or graphic on

the simultaneous visualization of the window graphics, algebra and geometry (Arranzet

al., 2009).

Teachers also reported that GeoGebra software can generate dynamic

visualizations in teaching students a particular calculus concept. Edwards and Jones

(2006) found that this software is easy to use even for those who are not adept at

information technology. In fact, teachers are excited by the potential use of GeoGebra to

learn mathematics and are confident that this program provides effective learning

experiences for students. GeoGebra software does not limit users to access either at

home or at school and thus can greatly enhance learning opportunities for mathematics

students.

Therefore, the main purpose of this research is to incorporate the Geogebra

software as a learning medium in a mathematics lesson. This research will focus on the

use of this software among Form Two secondary school students in Malaysia. The

software will be used to design and develop learning module. The learning module is

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used in parallel with the Geogebra software during the Mathematics lesson in the form

of collaborative learning. Then, the social networking site, Facebook is deployed to

provide an effective and interactive platform for collaborative learning process.

1.3 Research Objectives: The objectives of this research are to identify:

i. Students’ interest towards computer supported learning process for

mathematics lesson.

ii. Students’ interest on the use of Geogebra in mathematics lesson.

iii. Students’ perception on collaborative learning through social networking.

1.4 Research Questions

i. What is the students’ interest towards computer supported collaborate learning

processfor mathematics lesson?

ii. What is the students’ interest on the use of Geogebra in mathematics lesson?

iii. What is students’ perception on collaborative learning through social

networking?

1.5 Rationale of the Study As mentioned earlier, information technology has made significant changes to

traditional education system. The use of information, communication and technology as

part of teaching has been increasing especially in the subjects of mathematics and

science (Rosnaini Mahmud et al.,2009). According to HomaEdalati (2009), technology

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is regarded as a powerful but exciting gateway to all aspects of education, learning and

teaching.

Despite rapid advancement of technology, one of the challenging tasks in

Malaysia’s education system is to integrate technology in education especially in

mathematics and science. The use of technology in our teaching and learning process

should be emphasized to fulfill our curriculum aim (Ministry of education, 2004).

The use of Computer Supported Collaborative Learning (CSCL) enables easier

and simpler explanation in learning compared to traditional classroom where CSCL

focuses on “knowledge building” instead of “knowledge reproduction”. CSCL enhances

student’s understanding in learning process (Hoa, 2007).

Since our government has realized that the use of ICT in education system has

become the norm, our government through higher education ministry has planned to

integrate the use ICT in teaching and learning especially in the subjects of mathematics

and science. According to Kamariah Abu Bakar, (2010), the use of ICT in teaching and

learning has been catalyst for positive change in teaching methodologies especially in

mathematics.

Therefore this research’s intent is to further investigate the advantagesof ICT

integration in mathematics teachings through the use of open source software

“Geogebra”. The findingswill provide concrete conclusions on the advantages of ICT in

mathematics teaching as well as perception from the students.

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1.6 Research Scope The scope of this study is the research will use Geogebra software to design

learning manual for Form Two students on the Transformation topic which covers areas

such as translation, rotation, reflection and tessellation.

1.7 Significance of study

This research which discusses primarily on computer supported collaborative

learning with the use of Geogebra and Social networking site (Facebook) is expected to

provide significant value to the related parties at the end of the study. Following are the

expected impact of this study to respective parties.

I.7.1 Importance to students

This study makes a big difference to the students as they are found to be

spending a huge portion of their time on computer and social networking sites such as

the Facebook. Thus this study will promote the use of ICT as a learning platform. This

will enhance the interest of students in the learning process especially in the

mathematics lesson.

1.7.2 Importance to Teachers The significance of this study also greatly concerns the lecturers as they can find

and explore new teaching aids through ICT. It is important that the use ICT in learning

is very much needed by teachers to facilitate an effective learning process. This research

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will enable lecturers to find out about students’ perception about the use of ICT,

Geogebra software and a social networking site in mathematic lessons.

1.8 Definition Terms

Some important terms and concepts need to be defined to avoid

misunderstanding and confusion. It is hoped that readers of this study would be able to

understandthe terms more accurately.

1.8.1 Computer Supported Collaborative Learning (CSCL) Computer-supported collaborative learning (CSCL) is an emerging branch of the

learning sciences concerned with studying how people can learn together with the help

of computers (Stahl, Timothy and Suthers, 2012). CSCL refer to the use of mathematics

software and Facebook to aid collaborative learning in the said subjet.

1.8.2 Social Networking

Boyd and Ellison (2007), defined social network sites as web –based services

that allow individuals to construct a public or semi-public profile within a bounded

system; articulate a list of other users with whom they share a connection, and view and

traverse their list of connections and those made by others within the system.

Meanwhile, social networking in this researchrefers to Facebook which is involved in

the learning of mathematics.

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1.8.3 Geogebra

An interactive and dynamics Mathematics software that joins geometry, algebra,

and calculus application, intended for teachers and students (Tortosa, 2011). In this

research, Geogebra is the Mathematics software used to teach the topic of transformation

to the Form 2 secondary school students.

1.9 Conclusion

Without doubt, technological advances in mathematics education have paved the

way for teachers to use technology to improve the quality of teaching and learning. As a

result of the implementation of policies that emphasize the importance of using

technology in education, all parties involved in education are faced with the important

task of reforming methods of teaching and learning. Therefore this research is carried

out at the right time to provide useful inputs to analyze the integration of ICT

mathematics education through the involvement of teachers and students.